scholarly journals Examining preservice teachers' performance during a 14-week student teaching experience: A longitudinal study.

2021 ◽  
Vol 62 (3) ◽  
Keyword(s):  
Preservice Teachers ◽  
Longitudinal Study ◽  
Student Teaching ◽  
Teaching Experience

Preparing preservice teachers with disabilities for the student teaching experience

1996 ◽  
Vol 31 (4) ◽  
pp. 313-324 ◽  
Author(s):  
Diane Knight ◽  
Donna E. Wadsworth
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Teaching Experience

scholarly journals Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers

10.28945/4795 ◽  
2021 ◽  
Vol 18 ◽  
pp. 141-159
Author(s):  
Gila Cohen Zilka
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Student Teaching ◽  
21St Century ◽  
21St Century Skills ◽  
Online Teaching ◽  
Teaching Experience ◽  
Discipline Problems ◽  
Face To Face ◽  
Online Lectures

Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the pro-ductive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online, and in addition experienced online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many pre-service teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Preservice teachers who had difficulty self-regulating and self-mobilizing for study, experienced accumulating loads, which caused them feelings of stress and anxiety. The word count indicated that the words that appeared most often were “load” and “stress.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures, as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers' descriptions show that in lessons taught in the format of lectures and communication of content, there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students' difficulties. Recommendations for Practitioners: In choosing schools for student teaching, it is recommended to reach an understanding with the school about the online learning policy and organization. It is important to hold synchronous sessions in small groups of 5 to 10 students. The sessions should focus on the mental wellbeing of the students, and on the acquisition of knowledge and skills. Students should be prepared for participation in asynchronous digital lessons, which should be produced by professionals. It should be remembered that the change of medium from face-to-face to online learning also changes the familiar learning environment for all parties and requires modifying the ways of teaching. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers' ability to deploy 21st century skills in an online environment de-pends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. It is recommended to examine it also from the perspective of teachers and students.

Issues and Challenges in Preparing Teachers to Teach in the Twenty-First Century

2012 ◽  
pp. 183-194
Author(s):  
Susan Gibson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Technology Use ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Learning And Teaching ◽  
Online Tools ◽  
Practice Teaching ◽  
Willingness To Use

Preservice teachers need to acquire both technological skill and understanding about how technology rich environments can develop subject-specific knowledge as a part of their teacher education programs. The purpose of the research project, as described in this case study, was to examine the impact that immersion in technology-infused social studies pedagogy courses had on preservice teachers’ willingness to use computer and online tools as well as how they used them during their student teaching. Teacher education students enrolled in two pedagogy courses were surveyed at the beginning and end of the courses and interviewed over the duration of the courses regarding the nature and extent of their technological knowledge and skill. Following the completion of the pedagogy courses, six volunteered to have their technology use tracked during their nine-week practice teaching experience. Findings showed that while the preservice pedagogy courses did increase the student teachers’ knowledge of and skill with a variety of computer and online tools as well as their desire to use them during their student teaching, the elementary schools in which they were placed for their practicum were poorly equipped and the mentor teachers were not using the tools that were modeled on campus. If preservice teachers are to truly understand the benefits of learning and teaching with technology, teacher education institutions and school districts need to work together to present a consistent vision of technology integration, and schools need to provide environments that encourage and support technology use.

The Effects of an Electronic Daily Behavior Report Card on Student’s Challenging Behavior

2021 ◽  
Vol 36 (3) ◽  
pp. 127-140
Author(s):  
Benjamin S. Riden ◽  
Jonté C. Taylor ◽  
Mary Catherine Scheeler ◽  
David L. Lee ◽  
Andrea V. McCloskey
Keyword(s):  
Autism Spectrum Disorder ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Autism Spectrum ◽  
Report Card ◽  
Spectrum Disorder ◽  
Classroom Behaviors ◽  
Daily Behavior Report Card ◽  
Daily Behavior

An ABAB reversal design was utilized to examine the effects of an electronic daily behavior report card (eDBRC) on non-compliant, off-task, and disruptive classroom behaviors of a 16-year-old with autism spectrum disorder and a 17-year-old with an intellectual disability. The intervention was implemented by two preservice teachers (interventionists) in their final student teaching requirement. In addition to visual analysis procedures, effect sizes (i.e., Tau-U) were calculated. The research questions were: (1) What are the effects of eDBRCs on participants’ disruptive and challenging classroom behaviors, (2) To what extent do preservice teachers implement eDBRCs with fidelity, and (3) Are eDBRCs a socially valid intervention? Upon completion of our study the eDBRC was effective in reducing non-compliant, off-task, and disruptive behaviors. We found that preservice special educators can implement a complex behavior intervention to support the outcomes of their learners during the student teaching experience. Additionally, we suggest eDBRCs are an acceptable intervention for students with autism spectrum disorder and intellectual disabilities.

Using Photovoice to Initiate Improvement in a PETE Program

2017 ◽  
Vol 36 (1) ◽  
pp. 83-96 ◽  
Author(s):  
Ashley Walker ◽  
Jody L. Langdon ◽  
Gavin Colquitt ◽  
Starla McCollum
Keyword(s):  
Preservice Teachers ◽  
Data Analysis ◽  
Teacher Preparation ◽  
Focus Groups ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Action Plan ◽  
Teaching Experience ◽  
Teacher Preparation Program ◽  
Curricular Change

There is limited research that includes democratic practices to evaluate the PETE program in its ability to prepare preservice teachers (PTs). In other areas such as community health, methodologies have been used to provide a voice to individuals living the experience. The purpose of this study was to examine PTs’ perceptions of a teacher education program during the student teaching experience using Photovoice. A group of PTs (N = 16) from a university in southeast Georgia were given 14 days to capture the strengths and weakness of their teacher preparation program through photography. The PTs then discussed their photographs during two focus groups with the researcher. The focus groups were audio recorded and transcribed. Data analysis included an evaluation of interview transcripts and photographs using content analysis to identify significant themes that emerged. An action plan to promote curricular change was created by the PTs and presented to PETE faculty.

scholarly journals Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers

10.28945/4776 ◽  
2021 ◽  
Author(s):  
Gila Cohen Zilka
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Student Teaching ◽  
21St Century ◽  
21St Century Skills ◽  
Online Teaching ◽  
Teaching Experience ◽  
Physical Distance ◽  
Discipline Problems ◽  
Online Lectures

Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the productive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching practice during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online and, in addition, engaged in online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020-2021. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many preservice teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers’ descriptions show that in lessons taught in the format of lectures and communication of content there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students’ difficulties. Recommendations for Practitioners: The findings suggest that it is recommended to combine synchronous lectures and meetings with asynchronous learning that integrates 21st century skills. It is advisable to use collaborative tools, such as forums, shared files, and open content repositories, and to encourage meaningful dialogue between learners, and between learners and their teachers, to better deal with the physical distance. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers’ ability to deploy 21st century skills in an online environment depends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. The issue should also be studied from the perspective of lecturers in academia, teachers in schools, and school students. Future studies should examine whether the change that took place during the COVID-19 period in relation to the deployment of 21st century skills, as experienced by all parties, led to the continued use of these skills in the post-corona period. Continued use depends largely on past experiences, knowledge, skills, and attitudes toward these skills. NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 16, 141-159.] Click DOWNLOAD PDF to download the published paper.

Access Denied

2015 ◽  
Vol 6 (4) ◽  
pp. 49-63
Author(s):  
Kristine E. Pytash ◽  
Elisabeth Testa
Keyword(s):  
Preservice Teachers ◽  
Student Teachers ◽  
Student Teaching ◽  
School Context ◽  
Teaching Experience ◽  
Teaching Writing ◽  
Digital Writing ◽  
Pedagogical Tools ◽  
Use Of Technology ◽  
Teachers Experiences

The purpose of this study was to explore three preservice teachers' experiences teaching writing with technology and digital tools during a year-long student teaching experience. Research found that while the three student teachers demonstrated conceptual understandings about the teaching of writing, their use of technology (or lack of) did not always reflect their views. When considering what influenced their transformations as teachers capable and willing to integrate technology into their writing instruction, the school context, particularly the notion of access, significantly shaped their appropriation of pedagogical tools for the teaching of digital writing. In addition, the student teachers were influenced not only by the resources that they had access to, but their perceptions of students' abilities and needs, as well as their own needs and efficacy as novice teachers.

Blogging as Online Reflection During Student Teaching

2020 ◽  
pp. 24-44 ◽  
Author(s):  
Vicki Stewart Collet
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Reflective Practice ◽  
Student Teaching ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Evidence Based ◽  
Inner Dialogue ◽  
Reflection On Action ◽  
Practicum Experiences

One of the most vital forms of dialogue for a novice teacher is the inner dialogue of reflective practice. Reflection is an evidence-based practice that improves instruction during preservice teachers' practicum experiences. While student teaching, preservice teachers may be so caught up in implementing lessons that they are unable to reflect in action; therefore, reflection-on-action, which occurs after teaching episodes, is critical. This study explores use of blogs as tools for reflection during the student-teaching experience, finding that blogs serve as a means of both self-expression and reflection. Additionally, the study suggests that self-questioning may lead to deeper reflection, and that preservice teachers should balance the articulation of emotions with specific descriptions of teaching and judgments about student learning in order to support reflection that leads to increased professional knowledge.

Issues and Challenges in Preparing Teachers to Teach in the Twenty-First Century

2013 ◽  
pp. 1388-1396
Author(s):  
Susan Gibson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Technology Use ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Learning And Teaching ◽  
Online Tools ◽  
Practice Teaching ◽  
Willingness To Use

Preservice teachers need to acquire both technological skill and understanding about how technology rich environments can develop subject-specific knowledge as a part of their teacher education programs. The purpose of the research project, as described in this case study, was to examine the impact that immersion in technology-infused social studies pedagogy courses had on preservice teachers’ willingness to use computer and online tools as well as how they used them during their student teaching. Teacher education students enrolled in two pedagogy courses were surveyed at the beginning and end of the courses and interviewed over the duration of the courses regarding the nature and extent of their technological knowledge and skill. Following the completion of the pedagogy courses, six volunteered to have their technology use tracked during their nine-week practice teaching experience. Findings showed that while the preservice pedagogy courses did increase the student teachers’ knowledge of and skill with a variety of computer and online tools as well as their desire to use them during their student teaching, the elementary schools in which they were placed for their practicum were poorly equipped and the mentor teachers were not using the tools that were modeled on campus. If preservice teachers are to truly understand the benefits of learning and teaching with technology, teacher education institutions and school districts need to work together to present a consistent vision of technology integration, and schools need to provide environments that encourage and support technology use.

Learning From Teaching Experience: Dewey’s Theory and Preservice Teachers’ Learning

2010 ◽  
Vol 58 (2) ◽  
pp. 131-146 ◽  
Author(s):  
Margaret Schmidt
Keyword(s):  
Preservice Teachers ◽  
Qualitative Study ◽  
Student Teaching ◽  
Teaching Experience ◽  
Peer Teaching ◽  
University Education ◽  
Teaching Experiences ◽  
Course Work ◽  
Similarities And Differences ◽  
Value Of Learning

Teachers often claim that they learn more from teaching experience than from course work. In this qualitative study, the author explored the value that six preservice teachers attributed to peer teaching, early field experiences, student teaching, and self-arranged teaching experiences engaged in during their university education. Consistent with Dewey’s theory of experience, as the participants interacted with their teaching experiences, they each created continuity among and derived their own meanings from them. This individualized aspect of learning was enriched as they also experienced the value of learning within a community of educators. Meaningful learning from all types of teaching experience appeared to be fostered by a balance between doing (action) and undergoing (reflection), both individually and in community. Dewey’s theory of experience proved useful in illuminating possible reasons for similarities and differences in the teaching experiences that each participant valued.

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